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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2020, Issue 30

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/9686
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    Pole DCWartośćJęzyk
    dc.contributor.authorDoleží, Linda-
    dc.contributor.authorKurfürstová, Petra-
    dc.contributor.authorŠafratová, Iveta-
    dc.date.accessioned2020-10-23T08:43:52Z-
    dc.date.available2020-10-23T08:43:52Z-
    dc.date.issued2020-
    dc.identifier.citationCrossroads. A Journal of English Studies 30 (3/2020), pp. 39-56pl
    dc.identifier.urihttp://hdl.handle.net/11320/9686-
    dc.description.abstractThe Czech polarity items i and ani are traditionally treated as English even. This paper deals with the acquisition of these polarity items in Czech children. These focus/scalar particles are specific for their sensitivity to probability. We aim to find out whether Czech children at primary school (junior school age) have already acquired i/ani and whether they are able to connect them correctly with alternatives on the scale of probability. The research was conducted with children from the second and the fourth grade at primary school. The paper represents an initial insight into this area since no similar research has been done in the Czech language so far.pl
    dc.language.isoenpl
    dc.publisherThe University of Bialystokpl
    dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/*
    dc.subjectlanguage acquisitionpl
    dc.subjectfocus particlespl
    dc.subjectscalar particlespl
    dc.subjectexperimental linguisticspl
    dc.subjectlanguage teachingpl
    dc.titleAcquisition of polarity items in Czech children: An experimental studypl
    dc.typeArticlepl
    dc.identifier.doi10.15290/cr.2020.30.3.03-
    dc.description.EmailLinda Doleží: dolezi@med.muni.czpl
    dc.description.EmailPetra Kurfürstová: kurfurst.petra@gmail.compl
    dc.description.EmailIveta Šafratová: safratova@mail.muni.czpl
    dc.description.BiographicalnoteLinda Doleží is a language teacher and teacher trainer. She works as an Assistant Professor at Masaryk University Language Centre and at the Department of Czech Language of Faculty of Arts at Masaryk University. She focuses on teaching methodology, language acquisition and psycho- and neurolinguistics in multilingual contexts. Her current interests include language attrition phenomena and the role of emotions and trauma in language acquisition and attrition.pl
    dc.description.BiographicalnotePetra Kurfürstová is a graduate of upper secondary school teacher training in Czech language and literature at the Faculty of Arts at Masaryk University. In her M. A. thesis she dealt with the acquisition of scalar particles i and ani in Czech children. During her studies she was interested not only in child language acquisition and in teaching methodology but also in teaching Czech as a second language.pl
    dc.description.BiographicalnoteIveta Šafratová is a second-year doctoral student in a joint supervision of doctoral studies at the Department of Linguistics at Masaryk University and at the Seminar for English Philology at Georg-August-Universität Göttingen. She focuses on the syntaxsemantic- pragmatic interface and she is also interested in experimental linguistics. She is working on negation, especially scalar particles and polarity items in Czech.pl
    dc.description.AffiliationLinda Doleží - Masaryk Universitypl
    dc.description.AffiliationPetra Kurfürstová - Masaryk Universitypl
    dc.description.AffiliationIveta Šafratová - Masaryk University; Georg-August-Universität Göttingenpl
    dc.description.referencesCrnič, L. 2011. Getting Even [Unpublished PhD dissertation]. Massachusetts Institute of Technology.pl
    dc.description.referencesDoleží, L. 2014. Reduction and elaboration in Czech coordinate structures: An elicited imitation task. In: L. Veselovská & M. Janebová (eds.), Complex Visibles Out There. Proceedings of the Olomouc Linguistics Colloquium 2014: Language Use and Linguistic Structure, 387-400. Olomouc: Univerzita Palackého.pl
    dc.description.referencesFox, D. & Hackl, M. 2006. The universal density of measurement. Linguistics and Philosophy 29(5): 537-586.pl
    dc.description.referencesKarttunen, L. & Karttunen, F. 1977. Even questions. In: NELS 7: Proceedings of the Seventh Annual Meeting of the North Eastern Linguistic Society, 115-34. Cambridge: MIT.pl
    dc.description.referencesKim, S. 2011. Focus Particles at Syntactic, Semantic and Pragmatic Interfaces: The Acquisition of only and even in English [Unpublished PhD dissertation]. University of Hawaii at Manoa, Manoa.pl
    dc.description.referencesKrifka, M. 1995. The semantics and pragmatics of polarity items. Linguistic Analysis 25 (3-4): 209-57.pl
    dc.description.referencesLamprecht, A., Šlosar, D. & Bauer, J. 1986. Historická mluvnice češtiny. Praha: Státní pedagogické nakladatelství.pl
    dc.description.referencesMertins, B. et al. 2014. Identifikace konstituentů kompozit u předškolních dětí. Naše řeč 97(3): 146-165.pl
    dc.description.referencesNewman, E., Gowda, Y., Rosenstein, L. & Hackl, M. 2018. Polarity sensitivity of even in early child grammar. GALANA 8, Indiana University, Bloomington. Poster.pl
    dc.description.referencesRámcový vzdělávací program pro základní vzdělávání [online]. Praha: MŠMT, 3-2017. Available from: http://www.nuv.cz/t/rvp-pro-zakladni-vzdelavani.pl
    dc.description.referencesRooth, M. 1985. Association with Focus [Unpublished PhD dissertation]. University of Massachusetts.pl
    dc.description.referencesSaicová Římalová, L. 2013. Když začínáme mluvit... Lingvistický pohled na rané projevy česky hovořícího dítěte. Praha: Práce Filozofické fakulty Univerzity Karlovy, Varia.pl
    dc.description.referencesSauerland, U. 2004. Scalar implicatures in complex sentences. Linguistics and Philosophy 27(3): 367-391.pl
    dc.description.referencesSmolík, F. & Bláhová, V. 2017. Comprehension of verb number morphemes in Czech children: Singular and plural show different relations to age and vocabulary. First Language 37(1): 42-57.pl
    dc.description.referencesSmolík, F. & Seidlová Málková, G. 2014. Vývoj jazykových schopností v předškolním věku. Praha: Grada.pl
    dc.description.referencesSpector, B. 2007. Scalar implicatures: Exhaustivity and Gricean reasoning. Questions in Dynamic Semantics 17: 225-249.pl
    dc.description.referencesŠafratová, I. 2018. Negation, NPI and Scales of Likelihood: An Experimental Study. [Unpublished Master’s thesis]. Masaryk University.pl
    dc.description.referencesŠkolní vzdělávací program pro základní vzdělání ZŠ a MŠ Rovečné. 2015. Rovečné.pl
    dc.identifier.eissn2300-6250-
    dc.description.issue30 (3/2020)pl
    dc.description.firstpage39pl
    dc.description.lastpage56pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0003-4617-5490-
    dc.identifier.orcid0000-0002-2846-956X-
    dc.identifier.orcid0000-0001-8437-1738-
    Występuje w kolekcji(ach):Crossroads. A Journal of English Studies, 2020, Issue 30

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